The predictive validity of kindergarten readiness judgments: Lessons from one state

Recent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning programs. In this paper, we examined the association between teachers’ perceptions of their students at the start of kindergarten and academic achievement in Grade 3 with hierarchical linear modeling using state-level data from nearly 30,000 students. The analyses showed that such an association exists even after accounting for student-level and school-level demographic variables and is moderated by the percentage of free-lunch-eligible students in a given school. Implications of these findings related screening and assessment at kindergarten entry are discussed.     

National Survey of School Counselor Supervision

A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed.     

The role of habituation of the response to LiCl in the US-preexposure effect

In two experiments, rats received preexposure consisting of six intraperitoneal injections of lithium chloride (LiCl). This treatment reduced the magnitude of the unconditioned response (UR; suppressed consumption of a novel flavor) evoked by an additional injection (Experiment 1) or by oral consumption (Experiment 2) of LiCl. In both experiments, preexposure also attenuated the acquisition of a conditioned aversion with an LiCl injection as the unconditioned stimulus (US) but had no effect on the aversion produced when the US was oral consumption of LiCl (Experiment 2). These results are consistent with the view that the reduced ability of the preexposed US to serve as a reinforcer depends on blocking by injection-related cues and is independent of habituation of the UR recorded in the present study. Possible interpretations of this dissociation are discussed.     

Pupil guidance: An integral part of teacher education and development in Scotland?

Many schools throughout the UK are experiencing challenging behaviour from pupils and high levels of absence and exclusion as they seek to implement initiatives aimed at raising pupil attainment [National Audit Office (2005). Improving school attendance, London: The Stationery Office]. These initiatives often presuppose that pupils will receive adequate levels of guidance and support to help them make curricular, personal, social, and health decisions. However, little is heard from teachers and students undertaking initial teacher education courses on how they have been prepared for this extended role of supporting increasing diverse student populations; nor do we know how they define guidance/pupil support and integrate this with their concept of the professional role of a teacher. This article presents evidence from a one-year study of pupil support in Scotland commissioned by the Scottish Executive Education Department. The study provided evidence for The National Review of Guidance Provision in Scotland [Scottish Executive (2003). The national review of guidance. Edinburgh: Scottish Executive; Scottish Executive (2005). Happy, safe and achieving their potential. Edinburgh: Scottish Executive]. The study explored the views of all 32 local authorities in Scotland, a sample of students in training in two universities and teachers, headteachers and pupils in eight case study schools, and also a sample of their parents. This article focuses specifically on the findings relating to teachers and students in training. It identifies the ways in which they support pupils and how well they think they have been prepared for that task. Two dominant models of pupil support emerge from these data: an embedded and a specialist approach, and these vary according to school and education sector. Primary school teachers were more likely to embed pupil support into their concept of being teachers, whereas secondary teachers perceived it to be a separate, specialist function, which many were reluctant to undertake. Some implications for teacher education are highlighted.     

The Bleaching Syndrome: The Role of Educational Intervention

Per the Bleaching Syndrome, people of color, including African, Asian, and Latino Americans, are both victims and perpetrators of color discrimination. The Bleaching Syndrome encompasses perceptual, psychological, and behavioral sectors that affect students' schooling experiences. Education professionals, including teachers, administrators, and counselors, must address these factors to promote mental and emotional health among learners. In this article, I discuss how the Bleaching Syndrome and color bias affects dark-complexioned African American children in contemporary US schools.     

Literacy instruction: From assignment to assessment

This action research demonstrates the answer to this question: How can literacy professors provide effective training in evaluating writing to preservice graduate education students? The study examines writing assessment instruction in the context of a literacy course required of preservice teachers seeking secondary (7–12) certification in content area instruction. Approximately half of the course is devoted to instruction in 3 areas of writing assessment: (1) theory and practice in aspects of holistic writing assessment analysis, (2) methods for designing teachable rubrics, and (3) approaches to creating and sharing written feedback. Student-participants’ written responses to protocols demonstrate learning outcomes in these 3 areas along with their attitudes and the effects of their practice with an authentic set of high school students’ essays. The study demonstrates the effectiveness of this assessment instruction as a part of overall effectiveness in teacher preparation programs at the graduate level.     

Stephen Colbert's Civics Lesson: How Colbert Super PAC Taught Viewers About Campaign Finance

This study tests whether exposure to The Colbert Report influenced knowledge of super PACs and 501(c)(4) groups, and ascertains how having such knowledge influenced viewers' perceptions about the role of money in politics. Our analysis of a national random sample of adults interviewed after the 2012 presidential election found that viewing The Colbert Report both increased peoples' perception of how knowledgeable they were about super PACs and 501(c)(4) groups and increased actual knowledge of campaign finance regulation regarding these independent expenditure groups. Findings suggest that the political satirist was more successful in informing his viewers about super PACs and 501(c)(4) groups than were other types of news media. Viewing The Colbert Report also indirectly influenced how useful his audience perceived money to be in politics.     

Evidence‐Based Teaching in Higher Education: Application to Counselor Education

The authors examined best practices in university‐level teaching, as premised on the evidence‐based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral‐level counselor educators using EBT practices are discussed.